Vol 8 No 3 (2021)
Articles

Pre-Design for Primary School Active Learning Module: A Triadic Reciprocal Needs Analysis Framework

Leow Min Hui
Programme Student, Department of Curriculum and Instructional Technology, Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia.
Siti Hajar binti Halili
Senior Lecturer, Department of Curriculum and Instructional Technology (CITeD), Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia.
Rafiza binti Abdul Razak
Associate Professor, Head of Department of Curriculum and Instructional Technology (CITeD), Faculty of Education, University of Malaya, Kuala Lumpur, Malaysia.
Published August 17, 2021
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130 Views | 53 Downloads
Keywords
  • Malaysia primary school, Active learning, Needs analysis, Triadic reciprocal, Pre-Design, Framework.
Citations
How to Cite
Hui, L. M., Halili, S. H. binti, & Abdul Razak, R. binti. (2021). Pre-Design for Primary School Active Learning Module: A Triadic Reciprocal Needs Analysis Framework. Journal of Education and E-Learning Research, 8(3), 299-312. https://doi.org/10.20448/journal.509.2021.83.299.312

Abstract

Malaysia primary school, Active learning, Needs analysis, Triadic reciprocal, Pre-Design, Framework.This paper presents a framework to analyse students’ learning needs in Malaysia primary school active learning based on the conceptualisation of theorists’ ideas. The needs analysis framework is a good reference for module designing and active learning implementation by clarifying learners’ needs through a triadic reciprocal approach, using theories that draw on the perspective of personal development (constructivism), self-regulation, and environment (ecology). These three perspectives build up a holistic needs analysis framework to discover the needs, potential, and constraint of the active learning route (learning process) in Malaysian primary schools. The needs analysis “route” in the framework contains the criterion available (external feature – ecology / the condition of active learning situation), the existing feature within the pupils’ mind (internal feature – personal development/knowledge, skills, and strategies), and the pupils’ motivation for engaging (bridging of external and internal features – self-regulation). It explains how needs analysis can highlight the potential of full-scale active learning investigation of learners’ needs from the interrelation of internal and external features. The discussion can be generalised to invite future research by providing a firm active learning theoretical foundation, a conceptual lens for active learning needs analysis, and prospects of active learning instructional and pedagogical interventions.

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